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Science and Technology sample unit: Paddock to plate

Early Stage 1/Stage 1 (K1 composite class) Duration: 10 weeks (1.5 hours per week)

Unit context
Living things need food to stay alive and healthy. What do we know about where our food comes from and how it gets to us from farms and factories?
Target outcomes
Early Stage 1 A student:
STe-3VA develops informed attitudes about the current and future use and
influence of science and technology based on reason
STe-4WS explores their immediate surroundings by questioning, observing
using their senses and communicating to share their observations
and ideas
STe-5WT uses a simple design process to produce solutions with identified
purposes
STe-8NE identifies the basic needs of living things
STe-9ME identifies that objects are made of materials that have observable
properties
STe-10ME recognises how familiar products, places and spaces are made to
suit their purpose


Stage 1 A student:
ST1-3VA develops informed attitudes about the current and future use and
influence of science and technology based on reason
ST1-4WS investigates questions and predictions by collecting and recording
data, sharing and reflecting on their experiences and comparing
what they and others know
ST1-5WT uses a structured design process, everyday tools, materials,
equipment and techniques to produce solutions that respond
to identified needs and wants
ST1-11LW describes ways that different places in the environment provide for
the needs of living things
ST1-13MW relates the properties of common materials to their use for particular
purposes
ST1-16P describes a range of manufactured products in the local environment
and how their different purposes influence their design
Unit overview
In this unit, students are introduced to and begin to practise the science skills of observing, questioning, predicting and communicating. Students observe a range of farm
animals and farm produce, and explore ways farm produce is packaged before being moved from the farm to places where the food is sold or made into other products for
sale. They represent their ideas in a model to illustrate the path of one everyday food, eg milk, to show the journey of one product from paddock to plate and explore some
criteria for packaging a dairy product. Students participate in activities to view some past and present methods of processing some foods and carry out simple investigations
about the properties of materials used to package food. In this unit, students will be in contact with foods.
Teachers should be aware that students may have food and other allergies that can result in serious medical consequences. This is an important consideration
in selecting foods to be handled and potentially consumed.




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Content Teaching and learning activities
Skills
Working Scientifically
ES1 Students communicate by:
using a range of methods to share
observations and ideas, such
as drawing, informal and guided
discussion, role-play, contributing
to joint construction of short texts
and/or using digital technologies
(ACSIS012)

S1 Students communicate by:
representing and communicating
observations and ideas using oral
and written language, drawing and
role-play (ACSIS029, ACSIS042)

Knowledge and Understanding
ES1 Made Environment
Products, places and spaces in the
immediate environment are made to
suit their purpose.
Students:
explore a range of existing products,
places and spaces, and discuss their
likes and dislikes

S1 Products
There is a range of manufactured
products in the local environment.
Students:
explore a variety of products in the
local environment, eg food products
and industrial products
Class activity What are some foods that come to us from a farm?
Teacher background
The focus of this activity is for students to observe first-hand the growing and husbandry of plants and animals that provide our
food, specifically to observe ways that farmers meet the needs of living things on a dairy farm. This may be through an excursion
to a farm, the agriculture plot of a nearby high school, an agricultural show, a visit by a travelling kindy farm, or an appropriate
video link.
Students participate in an activity demonstrating aspects of a dairy farm that make it suitable for large numbers of cows.
Following the activity, students observe and respond to teacher questions to identify important facts about dairy farms, the
dairy farm routine and its link with the way milk is processed in a factory. The teacher models ways to represent sequencing
of information gathered, such as a storyboard.

Pair activity
Students create a display of a collection of pictures of a particular food, eg dairy foods, from catalogues or magazines and predict
where the foods come from. They could also discuss which dairy foods they like/dislike.
Students name several items from the provided samples and/or from their own prior knowledge that they think are milk or
milk-based and predict where the foods come from (farm or factory). The pictures are placed in appropriate groups or recorded
using a simple table.
Students use the information to individually record as a drawing or simple text to:
develop a simple chain of events from growing grass and leading to collection of milk from cows on a farm and its transport
to a factory/shop
collect their ideas on what farmers need to do to care for cattle.

Knowledge and Understanding
ES1 Natural Environment
Living things have basic needs, including
food and water. (ACSSU002)
What do living things need to stay alive?
Teacher background
This activity could be integrated with content from PDHPE.
Students identify some familiar living things and record their suggestions, eg dogs, caterpillars, birds, fish, plants, farm animals and

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Content Teaching and learning activities
Students:
describe what plants and animals,
including humans, need to stay alive
and healthy, eg food, water and air

S1 Living World
Living things live in different places
where their needs are met. (ACSSU211)
Students:
describe how some different places
in a local land or aquatic environment
provide for the needs of the animals
or plants that live there
humans. In their allocated groups, the students talk about and share their ideas about what living things need to stay alive.
With teacher guided questioning in a class discussion, students provide suggestions that air, water and food are needed by all
living things (including humans) to stay alive.
The teacher poses the question Why do we need food?. In a guided class discussion, the students suggest ways that humans
use food, eg milk gives us strong teeth and bones, and fuel/energy to do things, grow and keep us healthy. The teacher uses
a healthy food pyramid to identify some foods that are used for energy and growth.

Additional activities
1. Class with teacher and parent helpers or Year 6 buddies make a class fruit salad as an example of healthy food to choose.
Students and teacher jointly construct a description of the process used.
2. Students identify some fruits they like and collate class results to create a picture graph.

Skills
Working Scientifically
ES1 Students question and predict by:
responding to questions about
familiar objects and events they
are curious about in the natural and
made environments (ACSIS014)
Students process and analyse data and
information by:
organising objects or images of
objects to display data and/or
information

S1 Students question and predict by:
responding to and posing questions
(ACSIS024, ACSIS037)
Students conduct investigations by:
using a range of methods to gather
data and/or information including
using their senses to make
observations safely and carefully,
using simple tools and equipment

Observing and exploring some types of foods we eat
Teacher background
Learning in Science and Technology engages students in actively participating in hands-on activities to learn about the processes
that people use when conducting science investigations and designing and producing. Students learn about making and recording
observations and ideas, responding to and asking questions. In this activity they use their observation skills to identify similarities
and differences and explore how they might sort and organise objects and images to record and display information.
The teacher sets up a display of a variety of packaging from familiar foods that the students have brought to school. These would
include breakfast food packaging wrappers, cereal and biscuit boxes, empty milk cartons, cans, plastic juice bottles. The display
also contains images of a variety of fresh foods from advertising catalogues and some fresh foods, eg fruit, bread, eggs.
Alternatively, students may participate in a planned visit to the school canteen. They could:
identify a range of healthy foods
identify foods as natural(directly from the farm) or made(processed)
examine the variety of packaging used to store foods
consider how the food arrived at the canteen or at shops.
Through asking and modelling questioning, the teacher engages the students in sharing what they know and are curious about the
foods investigated. By grouping foods and communicating where foods come from, the teacher introduces and models the way an
organiser (eg a visual collage/mind map) could be used as a class display and could be built through the unit.

What do we eat for breakfast?
The students observe the displayed collection of familiar foods, and the teacher responds to, asks and models questions that
engage the students in identifying which of the foods would be eaten for breakfast.
Using the students responses, the teacher models how objects can be grouped by:
re-organising the displayed foods/packages/images
guiding students to place the breakfast food objects or images inside a large hoop to separate them from others.
With teacher guidance, the students use a camera to create their individual record of the breakfast foods they have identified.
They add the images to the class visual collage/mind map.

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Content Teaching and learning activities
Skills
Working Scientifically
ES1 Students process and analyse data
and information by:
engaging in discussions about
observations and using drawings
to represent ideas (ACSIS233)

S1 Students process and analyse data
and information by:
using a range of methods to sort
information, including drawings and
provided tables, to match objects and
events based on easily observable
characteristics (ACSIS027,
ACSIS040)

Knowledge and Understanding
ES1 Made Environment
Products, places and spaces in the
immediate environment are made to
suit their purpose.
Students:
identify a variety of materials that are
used in a range of existing familiar
products, places and spaces

S1 Material World
The different properties of materials
enable them to be used for particular
purposes.
Students:
identify the properties of some
common materials and why they
are used for particular purposes,
eg the waterproof property of plastic
rainwear or insulating property of a
woollen jumper

Identifying natural and made products
Teacher background
Learning in Science and Technology involves students in using strategies to gather, process and communicate their observations,
ideas and findings. Students develop their skills in sorting, organising and representing information collected during their
investigations using drawings and in Stage 1, provided tables.
The teacher introduces the idea of animals and plants as source of food and other materials people need/want and to develop an
understanding about the difference between natural materials and made materials, eg using a website such as Australian Year
of the Farmer.
Using objects in the classroom, students use stickers to identify a range of materials using groupings such as plant or animal, or if
they come directly from a farm (natural) or from a factory (made). The students share their reasons for the way they have grouped
the materials.

Where does our favourite food come from?
Using the displayed collection of foods, the teacher reviews the visit to the canteen and/or storyboard, and asks students to think
about where these foods might come from.
The teacher models the sorting and organising of images from a variety of teacher-provided resources to show some of the steps
in how food gets from the farm to the shop. Examples could include fresh fruit, vegetables, eggs simply packed, some grains
milled to flour then packaged, milk packaged or processed into yoghurt/cheese. Through guided discussion and using a series
of images, the teacher models, for one food, some steps in the chain of events that must occur to get the food to them from the
farm/factory. The students record the example on a teacher-provided worksheet.
Individually, students identify a favourite food, and they find and select images from some steps in the chain the food moves
through to get to them from farm/factory. In small groups they share and revise their ideas with others before placing the images
into the spaces on the teacher-provided worksheet.
Reflection: Students compare their worksheets and discuss the questions: Where does the shop/supermarket get foods from?
How does the food get to you from the farm/factory? Students discuss what might happen if food cannot get from the farm to the
shop/supermarket. The students explore some scenarios such as what happens if plants do not get enough water to grow, there
are not enough farms to grow/produce the food we need, or trucks cannot pick up the milk/vegetables.

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Content Teaching and learning activities
Skills
Working Scientifically
ES1 Students plan and conduct
investigations by:
exploring and making observations
by using their senses to gather
information about objects and
events in their immediate
surroundings (ACSIS011,
ACSHE013)
S1 Students conduct investigations by:
working cooperatively and
individually when participating
in different types of guided
investigations to explore and answer
questions, such as manipulating
materials, testing ideas, and
accessing information sources,
surveys, and fieldwork
(ACSIS025, ACSIS038)

Knowledge and Understanding
ES1 Made Environment
Objects are made of materials
that have observable properties.
(ACSSU003)
Students:
group a range of materials on
the basis of observable properties,
eg flexibility, texture, strength
and colour

S1 Material World
The different properties of materials
enable them to be used for particular
purposes.
Students:
use their senses to identify the
similarities and differences in
the properties of materials,
eg the textures of different
Conducting investigations Observing the properties of familiar products
Teacher background
Conducting scientific investigations requires students to follow planned procedures that include keeping some aspects the same
and making observations using their senses to gather information. In this activity, time should be allowed for the yoghurt and
cottage cheese to be produced and made in advance for students to observe the product. Students are guided towards identifying
similarities and differences between objects.
The teacher introduces the activity by posing the question: How are some dairy products made from milk?
The class reviews the collected pictures of dairy foods to identify some examples of dairy products made from milk.
Students observe teacher demonstration of:
making yoghurt, eg stirring some natural yoghurt into some warmed milk and allowing this mixture to stand in a thermos
overnight
cottage cheese, eg making junket with warmed milk and junket tablets, stirring the set junket, then draining through
cheesecloth.
The students examine one batch of each of the above prepared earlier.
Students observe and describe the observable properties of milk, yoghurt and cottage cheese (eg colour, texture, ability to flow)
and compare what is similar and what is different.
The students follow the teacher-described steps that make butter and/or ice cream, identifying the information to be collected by
the students, and emphasising safe practices including allergy awareness.
In pairs or small groups with their Year 6 buddies, students undertake first-hand activities to make:
butter, eg by shaking pure cream with marbles in a sealed plastic container
ice cream, eg by shaking flavoured milk sealed in a small zip-lock bag inside a larger zip-lock bag containing crushed ice
and salt.
Students observe the properties of the starting materials and finished product. They share their findings with another group, and
describe to each what they did to make the observed changes.
Teacher poses the question: How did students know when butter and/or ice cream was produced? How would butter/cheese be
produced in a factory? Have people always made these products in this way?
Students observe how butter/ice cream was made in the past by watching a video or listening to a visiting guest speaker on
old-fashioned butter churns, or examining a sample of one. (This could be related to a previous museum visit.)
The students review and annotate the class visual collage/mind map to include their findings and ideas from the investigation.


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Content Teaching and learning activities
fabrics, the difference in
hardness of solid materials and the
runniness of different liquids
Skills
Working Scientifically
ES1 Students plan and conduct
investigations by:
sharing what they already know and
how they could find out more about
their questions relating to the natural
and made environments
S1 Students plan investigations by:
identifying the purpose of the
investigation

Skills
Working Technologically
ES1 Students explore and define
a task by:
discussing the purpose and main
features of what they need to
produce and suggesting the
materials they could use
S1 Students explore and define
a task by:
identifying needs and wants of
users/audiences, eg using interviews,
observations and surveys
ES1 Students develop ideas and
produce solutions by:
safely using common classroom
equipment, resources and techniques
to shape and join familiar materials
S1 Students generate and develop
ideas by:
exploring different materials by
observing and manipulating them
and using trial-and-error
ES1 Students evaluate by:
reflecting on what they did and the
Conducting investigations
Teacher background
To select materials most appropriate for a particular purpose, students need to have some knowledge of the properties of those
materials. Students identify some features of containers that hold liquids, then investigate the containers they have collected to
see which ones have these properties. In this activity, time should be allowed for cheese slices to be placed in the refrigerator
for a week.

Testing the suitability of packaging materials for dairy products
Through teacher questioning, students review their observations of materials used in the packaging of everyday foods,
eg breakfast foods and foods sold in the school canteen.
The teacher and students plan an investigation. The students observe the collected packaging and make predictions about
suitable packaging for dairy products.
In small groups, students follow a guided plan to test how well different types of packaging hold wet or dry materials.
Students carry out a wet test to identify the materials that would be best for some dairy products by:
pouring the same volume of water into similar sized containers/packaging
observing if the water is contained securely, or measuring how long it takes for the water to drip through.
Students carry out a dry test to identify the materials that would be best for some dairy products by:
placing unwrapped processed cheese slices in different packaging in the fridge for a week
comparing the cheese slice from each package with a fresh piece of cheese at the end of the week.
With teacher guided questioning, the students suggest which types of packaging would be best for different dairy products.















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Content Teaching and learning activities
usefulness of the final solution.
S1 Students evaluate by:
identifying how their solution meets
the needs and wants of
users/audiences

Knowledge and Understanding
ES1 Made Environment
Objects are made of materials that have
observable properties. (ACSSU003)
Students:
observe, using their senses, a range
of materials used to make specific
objects, products, places and spaces
Products, places and spaces in the
immediate environment are made to suit
their purpose.
Students:
communicate their ideas about how
familiar products, places and paces
work and have features that help
them to be useful, eg shoulder
straps, zippers and compartments
in a school bag

S1 Products
The different purposes of products
influence their design.
Students:
identify the purpose of some familiar
products and explore the features of
their designs that make the products
work, eg the broad brim on a sun hat
or a plastic raincoat









Skills
Working Scientifically
ES1 Students plan and conduct
investigations by:
manipulating objects and materials
through purposeful play
Communicating ideas
Teacher background
Information collected during science investigations and design projects can be represented and communicated in a number
of ways. Students consider the needs of an audience before deciding how to present their findings.


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Content Teaching and learning activities

S1 Students communicate by:
displaying data and information in
a variety of ways, including drawings,
simple texts, provided tables and
graphs, using digital technologies
as appropriate

Skills
Working Technologically
ES1 Students develop ideas and
produce solutions by:
following a series of steps to draw
or model ideas or construct solutions
S1 Students explore and define a task
by:
identifying needs and wants of
users/audiences, eg using interviews,
observations and surveys
Students generate and develop ideas by:
using techniques for documenting
and communicating design ideas,
including simple plans, drawings and
models, using familiar materials
Students produce solutions by:
using a range of everyday tools,
equipment, materials and techniques

Preparing a class display
With teacher-guided questioning, students share their knowledge about foods from farms and factories.
Students observe information products such as a poster or other multimedia display in their learning space and/or other places
in the school. They identify the ways information has been presented, eg size of letters, amount of text, use of pictures
Students use these features to design a class display of the journey of favourite food products from the farm to shop/home/school.
In groups of 34, students select and produce a different section of the display, using pictures, models, and/or own text, then
assemble the display.
As a class activity, students use a peer evaluation strategy to provide feedback on how well each group included the identified
characteristics of an effective display.

Evaluation and reflection
Students reflect on their learning by:
participating in a discussion about the information recorded in the class display, and identifying new learning arising from the
ideas they were curious about
comparing the similarities and differences in the class presentations
peer assessment of the class presentations, identifying what they liked about them and why
individually reflecting on their learning by identifying one thing they already knew, one thing they learned and one question
they would like to ask
identifying what they learned from working with others in a group.


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Resources Assessment overview
Collection of samples of breakfast/dairy foods
Ingredients for ice cream, yoghurt, cottage cheese and butter
Food packaging individual sizes where possible
Images of different types of food
Supermarket catalogues
Dictionary of Classroom Strategies K6 (BOS)
English books, eg Dont Forget the Bacon by Pat Hutchins, The Very Hungry
Caterpillar by Eric Carle, For All Creatures by Glenda Millard

Websites
www.landlearn.nsw.org.au/production-chains/video-case/milk
www.primezone.edu.au/school-resources/f-2-home.html
www.activityvillage.co.uk/farm-animals-printables.htm
www.dairy.edu.au/discoverdairy
http://splash.abc.net.au/early-primary/science
Using knowledge and understanding developed in the previous lessons, students
produce a flowchart from a series of picture outlines they colour or decorate, before
placing them in the correct order on a proforma.

ES1 or students working at ES1 level: Assemble an information product of pictures
with text to show the production of a food product such as milk and milk products from
farm to shop.

Stage 1 (Year 1) or students working at S1 level: Assemble an information product
of pictures and write their own text to show the production of a food product such as
milk and milk products from farm to shop.



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Links to other KLA outcomes
Students will access the ES1 or S1 outcomes appropriate to their stage of learning
Early Stage 1 Stage 1
English English
ENe-1A
A student:
communicates with peers and known adults in informal and guided activities
demonstrating emerging skills of group interaction
EN1-1A
A student:
communicates with a range of people in informal and guided activities demonstrating
interaction skills and considers how own communication is adjusted in different
situations
ENe-2A
A student:
composes simple texts to convey an idea or message
EN1-2A
A student:
plans, composes and reviews a small range of simple texts for a variety of purposes
on familiar topics for known readers and viewers
ENe-8B
A student:
demonstrates emerging skills and knowledge of texts to read and view, and
shows developing awareness of purpose, audience and subject matter
EN1-8B
A student:
recognises that there are different kinds of texts when reading and viewing and shows
an awareness of purpose, audience and subject matter
Mathematics Mathematics
MAe-11MG
A student:
describes and compares the capacities of containers and the volumes of
objects or substances using everyday language
MA1-11MG
A student:
measures, records, compares and estimates volumes and capacities using uniform
informal units
PDHPE PDHPE
PHES1.12
A student:
displays basic positive health practices
PHS1.12
A student:
recognises that positive health choices can promote wellbeing
History History
HTe-1
A student:
communicates stories of their own family heritage and the heritage of others

HT1-1
A student:
communicates an understanding of change and continuity in family life using
appropriate historical terms
HT1-3
A student:
describes the effects of changing technology on peoples lives over time